I think the biggest example of GOS that I have seen in my practicums is passive acceptance of student boredom and wasting students' time. Last week, in one of my classrooms, my CT used an ancient piece of equipment that played a slideshow for the students. The CT was so proud of something that was extremely antiquated and so boring. I sat in the back of the class and yawned along with the students. Several of the students had their head on the desk and I suspect they were sleeping...The equipment was from the late 60's or early 70's and it gave a very boring description of photosynthesis. The students were to fill in guided notes that went along with the slideshow/video, but there was not real reason to pay attention because the teacher paused every so often to go over the notes and make sure the students had things filled in. Some students were paying attention and filling in notes, but the majority were not. The slideshow had some great information and if it were a less boring delivery of the material then the students may have learned a lot. Again and again this CT just lectures at the students and does very little to engage them. Even when the CT asks questions they are usually just surface level questions and the CT barely waits for a response - they usually end up answering their own question. When classes are consistently like this I feel like it is a waste of a student's time. Regardless, the students are trying and they are well behaved. They work well on their assignments, too. These things tell me that the students want to learn! I want to do all that I can to engage students and keep my lessons interesting and applicable. There was one point when I thought I was going to be teaching about photosynthesis and cellular respiration in this CT's classroom and I had planned to relate the two processes and ask the students if they knew where the building blocks for our and plant matter come from and where it goes when we lose weight. I bet students would be shocked to know that the building blocks for plants comes from the air and we lose weight through exhalation. When you frame things this way you are relating two cellular processes that happen in different types of cells and you are asking the students to think about the information in interesting ways. This helps the students interact with the information and make discoveries. I could have even turned that lesson into an opportunity for students to create a lab procedure to figure out for sure where the nutrients and building blocks for plants are coming from!